Danish School of Education

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You are here: Danish School of Education About the school Organisation Department of Educational anthropology and Educational pshychology

Department of

Educational anthropology and Educational psychology

About the department

The department is one of four departments at the Danish School of Education, Aarhus University and is built on the Master's degree programmes in Educational anthropology and Educational psychology.

The researchers are part of a number of research units.

Programmes

The descriptions of the programmes are only available in Danish.

Master's degree programme in

Educational anthropology

Master's degree programme in

Educational psychology

Kandidatuddannelsen i

Uddannelsesantropologi og globalisering

Research units

 

Publications

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Kousholt, D. (2020). 与儿童合作研究: 探索日常生活行为的矛盾状况. In E. Schraube & C. Højholt (Eds.), 心理学与日常生活 (pp. 241-258). Beijing Normal University Press.
Hasse, C. (2024). Ytringers Materielle Infrastruktur. Tidsskriftet Antropologi, 89, 153-160. https://doi.org/10.7146/ta.vi89.148007
Nielsen, G. B., Anbert, L. C. & Hasse, C. (2024). Ytringer. Introduktion. Tidsskriftet Antropologi, (89), 3-20. https://doi.org/10.7146/ta.vi89
Nielsen, G. B. (2024). Ytringer, der krænker? om humor fællesskab og epistemisk uretfærdighed på universitetet. . Tidsskriftet Antropologi, 2024(89), 85-106. https://doi.org/10.7146/ta.vi89.148002
Petersen, K. E. & Ladefoged, L. (2018). Youth in gangs: what do we know - and what don't we know? A research review of national and international knowledge about youth in gangs. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.284.199
Rasmussen, P. & Mandau, M. B. H. (2019). Young people’s sharing of sexualized digital imagery: Processes of acceleration in human-technology interactions.. Paper presented at International Society for Theoretical Psychology (ISTP), Copenhagen 2019, Copenhagen, Denmark.
Rasmussen, P. & Mandau, M. B. H. (2021). Young people’s sharing of sexualized digital imagery: Processes of acceleration in human-technology interactions. International Review of Theoretical Psychologies, 1(1), 199-216. https://doi.org/10.7146/irtp.v1i1.127088
Rasmussen, P. (2022). Young people’s digitally mediated gender negotiations and demarcations: Boys and young men sharing non-consensual sexualized digital imagery of female peers. Paper presented at Dansk kønsforsknings indre og ydre rammer, København, Denmark.
Petersen, K. E. (2019). Young ethnic minority men and their movement into gang related street communities - a question of preventing feelings of social alienation? Social Work & Society, 17(1).
Nielsen, A. M., Winther-Lindqvist, D. A., Kousholt, D. & Kolmos, M. (2024). World-Caring Attitudes and Practices for Green Transition and Children’s Wellbeing in Daycare in Times of Climate Crisis. In N. Kaplan Toren & C. Korzeniowski (Eds.), 2023 Proceedings of the Oxford Symposium in School-Based Family Counseling (pp. 30-50). Institute for School-Based Family Counseling.
Kolmos, M. (2024). World Care thematized through educators' everyday priorities. Paper presented at EECERA - Developing Sustainable Early Childhood Education Systems:
Comparisons, Contexts and the Cognoscenti. , Brighton, United Kingdom.
Winther-Lindqvist, D. A., Kousholt, D., Kolmos, M. & Nielsen, A. M. (2025). World-care Pedagogy: sustainability in early years education. In L. Bøttcher, D. Winther-Lindqvist, M. Hedegaard & M. Fleer (Eds.), Sustainability, Care, Play and the Zone of Proximal Development: A developmental perspective on childhood and children’s education (pp. 117-141). Springer. https://doi.org/10.1007/978-3-031-92131-5_6
Nickelsen, N. C. M. & Bal, R. (2021). Workshops as tools for developing collaborative practice across professional social worlds in telemonitoring. International Journal of Environmental Research and Public Health, 18(1), Article 181. https://doi.org/10.3390/ijerph18010181
Hasse, C. (2023). Workplace Learning for Changing Social and Economic Circumstances: Socratic ignorance in processes of learning with technology. In H. Bound, A. Edwards, K. Evans & A. Chia (Eds.), Workplace Learning for Changing Social and Economic Circumstances (pp. 76-90). Routledge. https://doi.org/10.4324/9781003227946-7
Seibt, J., Borggreen, G. R., Fischer, K., Hasse, C., Liu, H.-Y. & Nørskov, M. (2018). Working with and Alongside Robots: Forms and Modes of Co-Working. In M. Coeckelbergh, J. Loh, M. Funk, J. Seibt & M. Nørskov (Eds.), Envisioning Robots in Society –Power, Politics, and Public Space, Proceedings of Robophilosophy 2018 / TRANSOR 2018, (pp. 125-132). IOS Press. https://doi.org/10.3233/978-1-61499-931-7-125
Wright, S. & Zitnansky, M. P. D. (2021). Working Papers on University Reform: De-internationalising Danish Higher Education: Re-framing the Discussion. (1 ed.) (pp. 1). CHEF.
Wright, S. (2021). Working Papers on University Reform: European Science and Higher Education Policies: Visions and Critical Assessments. (1 ed.) (pp. 1). CHEF.
Wright, S., Seidenschnur , T. & Veiga , A. (2022). Working Papers on University Reform: The Role of European Universities in an Age of Pandemic. (1 ed.) (pp. 1). CHEF.
Wright, S. & Zitnansky, M. P. D. (2023). Working Papers on University Reform: European Universities – Critical Futures. Report of Keystone Conference. (2 ed.) (pp. 1). CHEF.
Rytter, M. & Ghandchi, N. (2020). Workers for free: precarious inclusion and extended uncertainty among Afghan refugees in Denmark . In K. McKowen & J. Borneman (Eds.), Digesting difference: migrant incorporation and mutual belonging in Europe (pp. 185-207). Palgrave Macmillan. https://doi.org/10.4324/9781003061984
Adriansen, H. K., Madsen, L. M. & Jensen, S. (2015). Why study higher education and capacity building in Africa? an introduction. In H. K. Adriansen, L. M. Madsen & S. Jensen (Eds.), Higher education and capacity building in Africa: the geography and power of knowledge under changing conditions (1. ed., pp. 1-11). Routledge.
Hasse, C. (2024). Why Imagination needs Socratic Ignorance. In G. Wellner, G. Dierckxsens & M. Arienti (Eds.), The Philosophy of Imagination: Technology, Art and Ethics (pp. 175-187). Bloomsbury Academic. https://doi.org/10.5040/9781350277243.0019
Jaffe-Walter, R. & Khawaja, I. (2022). “Why Do I Live Here?”: Using Identity Mapping to Explore Embodied Experiences of Racialization . In (Re)Mapping Migration and Education: Centering Methods and Methodologies (pp. 112-133). Brill. https://doi.org/10.1163/9789004522732_006
Khawaja, I. (2023). "Why do I live here?": Using identity mapping to explore embodied experiences of racialization. Paper presented at CIES Comparative International Education Society , Washington, United States.
Kowal, M., Coll-Martín, T., Ikizer, G., Rasmussen, J., Eichel, K., Studzińska, A., Koszałkowska, K., Karwowski, M., Najmussaqib, A., Pankowski, D., Lieberoth, A. & Ahmed, O. (2020). Who is the Most Stressed During the COVID-19 Pandemic? Data From 26 Countries and Areas. Applied Psychology: Health and Well-Being, 12(4), 946-966. https://doi.org/10.1111/aphw.12234
Ghandchi, N. (2018). Who is the authority? the study of language registers and ideologies in two mother tongue classes in Copenhagen. Multilingua - Journal of Cross-Cultural and Interlanguage Communication, 37(6), 649-680. https://doi.org/10.1515/multi-2016-0011
Lieberoth, A. (2021). WHO expert meeting contribution: Using gamification for behavior change - a critical overview of limits and opportunities. Abstract from Video games and noncommunicable diseases - WHO expert meeting 2021, Moscow, Russian Federation.
Berisha, T. (2025). ‘Whether you drown in 90 or 9 meters of water…’: racialization and homeplace-making in a Danish suburban high school. Race Ethnicity and Education. https://doi.org/10.1080/13613324.2025.2560826
Larsen, B. R. (2022). When Welfare State "Integration" Becomes an Intimate Family Affair: Ethnic Minority Parents' Everyday Orchestration of Their Children's Future Belonging in Denmark. Genealogy, 6(2), Article 42. https://doi.org/10.3390/genealogy6020042
Anderson, S. (2017). 'When we get out of here...': Children, faith-based schools and the society that warrants their attention. In A. Strhan, S. G. Parker & S. B. Ridgely (Eds.), The Bloomsbury Reader in Religion and Childhood Bloomsbury Academic.
Primdahl, N. L. (2022). When the ‘mindfulness wars’ enter the classroom: making sense of the critique of school-based mindfulness. Oxford Review of Education, 48(1), 112-129. https://doi.org/10.1080/03054985.2021.1933407
Christensen, T. W. (2015). When good intentions are not enough: a successful mentor-mentee relation requires a deliberated practice. Psyke & Logos, 36(1), 242-266.
Ravn, J. N. (2022). When children’s play does not progress by it self - The importance of pedagogues’ participation in children’s play. Poster session presented at NERA 2022, Reykjavik, Iceland.
Nissen, S. K. (2019). What would we do without timing? Temporal norms and practices in Danish schools.
Rasmussen, P., Knage, F. S. & Søndergaard, D. M. (2025). What is the ‘new’ in the ‘traditional’? Young people navigating the tensions between traditional and new gender norms and configurations. Paper presented at 8th European Congress of Qualitative Inquiry, Edinburgh, United Kingdom.
Hansen, N. F. (2025). What is going on here? A Journey of Discovery into the Conditions of Children’s Social Fantasy Play in Danish Daycare. [PhD dissertation, Aarhus University].
Sarauw, L. L., Wright, S., Rasmussen, S., Smedegaard Ernst Bengtsen, S. & Robinson, S. (2025). What is education in higher education in a time of reform?. Abstract from Dansk Universitetspædagogisk Netværks Konference 2025, Kolding , Denmark.
Tegner, H., Winther, I. W., Rolving, N., Stisen, D. B., Errebo, M. & Esbensen , B. A. (2025). What if it Hurts. Poster session presented at The 14th Congress of the European Pain Federation EFIC, Lyon, France.
Sandberg, S. & Tutenges, S. (2025). What good can stories do? In L. Presser, J. Fleetwood & S. Sandberg (Eds.), Narrating justice and hope: How good stories counter crime and harm (pp. 19-40). New York University Press.
Anbert, L. C. (2023). “Whatever you do – don’t go swimming in Hearst pool!” An ethnographic exploration of denamings and ancestral remains at the university at UC Berkeley. Abstract from Post/colonial Heritages, Aarhus, Denmark.
Dyssegaard, C. B., Egelund, N. & Sommersel, H. B. (2017). What enables or hinders the use of research-based knowledge in primary and lower secondary - a systematic review and state of the field analysis. (1 ed.) Dansk Clearinghouse for uddannelsesforskning, DPU, Aarhus Universitet. Clearinghouse-forskningsserien No. 31
Nyborg Christensen, E. & Simovska, V. (2023). What do the experts say? Children’s perspectives on wellbeing in schools. Children, Youth and Environments, 33(2), 39-62. https://doi.org/10.1353/cye.2023.a903097
Gjørding, M. R. (2025). What could have been? Exploring incarcerated women’s experiences and speculative visions for prevention in Denmark. [PhD dissertation, Aarhus University].
Stilling Olesen, J. (2021). What can we learn from a peer review? Outlines, 22(special issue), 195. Article 7.
Adriansen, H. K. & Madsen, L. M. (2020, Mar 30). What African scholars think of studying in Denmark. https://theconversation.com/what-african-scholars-think-of-studying-in-denmark-133241
Boström, L., Kreienbaum, M. A., Andersen, F. Ø., Bostedt, G., Wüllner, S., Dahl, K. K. B., Håkansson Lindqvist, M., Seeliger, S., Rahn, S. & Michel-Schertges, D. (2023). What About Teacher Shortage? WATSup publications 2021-2023. In What About Teacher Shortage?: WATSup Publications 2021-2023 (pp. 1-360).
Jensen, N. H. & Lieberoth, A. (2019). We will eat disgusting foods together – evidence of the normative basis of Western entomophagy-disgust from an insect tasting. Food Quality and Preference, 72, 109-115. https://doi.org/10.1016/j.foodqual.2018.08.012
Christensen, T. W. (2024). ‘We need to build strong bridges for this to be a decent place to live’: Policy, cultural sensitivity and a humanistic approach as essential when bridging and linking social capital. Nordic Journal of Social Research, 15(1), 1-16. https://doi.org/10.18261/njsr.15.1.7
Anderson, S. D. (2022). Weltgestaltung. In C. Markom & J. Tosic (Eds.), Einführung in die Bildungsanthropologie: Ein Lehrbuch (pp. 316-320). new academic press.
McLellan, R., Faucher, C. & Simovska, V. (2022). Wellbeing, Schooling and Educational Strategies: Why are cross-cultural and cross-disciplinary perspectives needed? In R. McLellan, C. Faucher & V. Simovska (Eds.), Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives (pp. 1-17). Springer. https://link.springer.com/book/10.1007/978-3-030-95205-1#toc

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Revised 16.04.2026
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Lisbeth Hartmann